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WORK3201:
International HRM
Week 5:
The Expatriate Lifecycle 2:
International Training & Development
Presented by
Dr Nate Zettna
Discipline of Work and Organisational Studies
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Managing Expatriation:
The global assignment cycle
Source: Brewster, Sparrow, Vernon & Houldsworth (2011, p. 325)
Week 4 R&S
Week 5 T&D
Week 10 Remuneration
Week 11 Perf Mngt
Week 13
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International Training & Development
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Introduction to International Training & Development
https://www.youtube.com/watch?v=1xgT56XlbzE
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What is Training &
Development
▪ Training aims to improve employees’ current work
skills and behaviour.
▪ Development aims to increase abilities in relation
to some future position or job.
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Why International Assignments Fail
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What do you think is involved in Training Programs for
international assignees?
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Designing Effective Training Programs
Phase 1
IDENTIFYING
THE TYPE OF
GLOBAL
ASSIGNMENT
Phase 2
DETERMINING
TRAINING
NEEDS
Phase 3
ESTABLISHING
GOALS AND
MEASURES
Phase 4
DEVELOPING
AND
DELIVERING
THE TRAINING
INITIATIVIE
Phase 5
EVALUATING
THE TRAINING
INITIATIVE
See: Caligiuri, Lazarova & Tarique (2005, p. 84)
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Global Strategy and the Training & Development Function
Global Strategy
Centralized T&D Function
Transnational Strategy
Synergistic T&D Function
Multi-domestic strategy
Localized T&D Function
LOW HIGH
LOW
HIGH
Pressure for
worldwide
integration
Pressure for local
responsiveness
See: Caligiuri, Lazarova & Tarique (2005, p. 74)
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Need to Align T&D with Global Strategy
▪ Strategic consideration: The form of MNE influences the types of training that the
organization will need.
▪ Global
▪ Multidomestic
▪ Transnational
(Caligiuri, P. et al, 2005, ‘Training, learning & development in multinational organizations in Scullion & Lineham,’
International Human Resource management: A Critical Text, Palgrave, pp71-90).
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International assignments as a training and development tool
Important to not only focus on the T&D required by expatriates but how assignments help to advance
T&D within the organization
▪ Expatriates are trainers
▪ Expatriates show how systems and procedures work, ensure adoption, and monitor performance
of HCNs
▪ International assignments a form of job rotation – management under development
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Outcomes of International Assignments
▪ Management development
▪ Individuals get experience, assisting them in career progression
▪ MNE gets cadre of experienced international operators
▪ So also aides in individual development (form of job rotation)
▪ Dearth of research on effect international assignments on career advancement
▪ Organizational development
▪ MNE accumulates a stock of knowledge, abilities
▪ Assignments help to foster a global mindset
▪ Expatriates are form of direct control and socialization which
- helping to transfer knowledge and competences
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Expatriate Adjustment Challenges
Importance of Training & Development Prior to Expatriation
▪ Main components of pre-departure preparation
▪ Cross-cultural training
▪ Briefings
▪ Visits
▪ Shadowing
▪ Dimensions for selecting cross-cultural training methods (Tung 1981)
▪ Degree of expected interaction required in the host culture
▪ Cultural similarity between the expat’s home-country compared to host-country
▪ Common approaches of cross-cultural training programs
(Mendenhall, Dunbar & Oddou 1987)
▪ Information-giving approach - e.g. factual briefings, cultural awareness training
▪ Affective approach - e.g. cultural assimilator training, critical incidents, role plays
▪ Immersion approach - e.g. assessment centres, field experience, simulations
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Components of Pre-Departure Training Programs
▪ Cultural awareness programs
▪ Preliminary visits
▪ Language training
▪ Practical assistance with day-to-day matters
▪ Security briefings
▪ Training for the training role
▪ TCN and HCN expatriate training
▪ Training for non-traditional assignments
▪ Short-term and non-standard assignments
▪ International business travellers
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Remember last time from recruitment?
See Dowling, et al. (2017, p. 135)
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Preliminary Visits
▪ Preliminary visits can be (1) part of the selection decision and (2) part of the pre-departure training
▪ A prospective assignee may reject the assignment on the basis of the preliminary visit.
▪ Visits must, however, be relevant to the overseas position and not simply a ‘tourist’ experience.
▪ Potential problems can are arises if the aim of the preliminary visit is twofold:
▪ part of the selection decision and part of pre-department training.
▪ Organisations can send out mixed signals if the preliminary visit is part of the selection process, but
upon arrival in the host-country the expatriate is expected to make decisions regarding suitable
housing and schools.
▪ IF a preliminary visit is to provide an expatriate (and spouse) the chance to make a more informed decision
about an assignment, it should be used solely for that purpose.
See Dowling, Festing & Engle (2017, p. 179-180)
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Language training
▪ The role of English as the language of world business
▪ Host country-language skills and adjustment
▪ Knowledge of the corporate language
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Tung’s Contingency Framework
▪ Tung proposed a contingency framework for deciding the nature and level of rigor of pre-departure training.
▪ Two determining factors were:
▪ the degree of interaction required in the host culture, and
▪ the similarity between the individual’s native culture and the new culture.
▪ Tung’s framework provides suggestions for the content and the rigor of the training, specifying criteria for making
training-method decisions:
▪ interaction expatriate and members of the host culture
▪ the degree of dissimilarity between the expatriate’s native culture and the host culture
▪ Low dissimilarity
▪ High dissimilarity
▪ Limitation: the model does not assist in identifying which training methods to use or what might constitute more or less
rigorous training.
Derived and adapted from Dowling, Festing & Engle (2017, p. 178)
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Flow Chart of Selection Decision Process
Source: Tung (1981, p. 73)
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Tung’s Framework Continued
▪ Tung revisited her framework work and reported that her original recommendations held, though
with some changes:
▪ Training should be more orientated to lifelong/continued learning, not just 1 training program
▪ There needs to be more emphasis on language training.
▪ There needs to be more emphasis on the levels of communication competence, not just verbal
communication, so the person becomes bicultural and bilingual, which enables an easier
transition between one culture and another.
▪ There needs to be more support in managing diversity.
▪ International assignees need to be provided with realistic/achievable performance
target/objectives, as this facilitates effective performance.
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Mendenhall and Oddou’s 3 keys for Cross-Cultural Training (CCT):
1. Training methods
2. Levels of training rigor
3. Duration of training relative to
▪ Expected degree of interaction
▪ Culture novelty = how different host culture is
from native culture
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Information-giving approach
< 1 week training
Low interaction,
similar cultures
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Affective approach
more training rigour
1-4+ weeks long
2-12 month job,
some interaction
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Immersion approach
more training rigor
2+ months long
High interaction,
novel culture
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Effectiveness of Pre-departure training
Perceived value of cross-cultural preparation of expatriates
Dowling, Festing & Engle (2017, p. 184-185)
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Effectiveness of pre-departure and in-country CCT
▪ Wurtz (2014) compared the effects of predeparture cross-cultural training (PDCCT) and in-country cross-
cultural training (ICCCT) on performance.
▪ Focused on the structural distinction between these two types of training:
▪ whether they occur before or
▪ during expatriation.
▪ Based on analysis in one French MNE, sample included 25 nationalities.
▪ France (39%), the USA (15%) and Canada (9%).
▪ The participants worked in seven different countries (Brazil 9%, China 32%, France 33%, India 2%,
Mexico 0.5%, Thailand 18%, the USA 14%).
▪ Women formed 13% of respondents.
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An integrative framework for pre-departure preparation
Job variables
Individual variables
Expat
selection
Experience
Expat
preparation
Source: Harris & Brewster (1999, p. 236)
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Expatriate Adjustment
▪ Once prepared, adjustment to the new environment is a key issue for expats and their families
▪ However, this is may be a two-way process - when expats are tasked with introducing new practices into the
subsidiary, local employees may be also required to adjust to these changes
▪ Adjustment can affect
▪ Job satisfaction,
▪ Work performance,
▪ Organisational commitment, and
▪ Intention to leave
▪ A range of factors have been found to influence adjustment
(Brewster, Sparrow, Vernon & Houldsworth 2011) - which can be categorised as
1. individual,
2. organisational,
3. job, and
4. non-work factors
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Factors Affecting Expatriate Adjustment
Source: Brewster, Sparrow, Vernon & Houldsworth (2011, p. 325)
Individual-level factors
▪ Self-efficacy
▪ Relational and perception skills
▪ Flexibility
▪ A desire to adjust
▪ Tolerance of ambiguity
▪ Leadership qualities
▪ Interpersonal skills and self-confidence
▪ Cultural empathy
▪ Emotional stability
▪ Previous international experience
▪ Repatriation support strategies - e.g. readjustment, utilisation of knowledge and skills learned
on assignment
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Factors Affecting Expatriate Adjustment
Organizational factors
▪ Organisational culture novelty
▪ Social support within the organisation
▪ Logistical help - e.g. housing, school tuition assistance
▪ Pre-assignment support strategies - e.g. career planning, addressing
knowledge deficits, family support
▪ Assignment support - e.g. using mentors, partner employment
assistance/counselling
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Factors Affecting Expatriate Adjustment
Job factors
▪ Role novelty
▪ Role clarity
▪ Role conflict
▪ Role overload
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Factors Affecting Expatriate Adjustment
Non-work factors
▪ Family situation
▪ Partner adjustment - e.g., culture shock, employment disruption
▪ Children adjustment - e.g., social and educational disruption
▪ Cultural novelty
▪ Systems of public order
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Importance to
Consider
Family &
Personal
Circumstances
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Other important dimensions of adjustment
▪ Too many ‘buffers’ may hinder an expat’s experience and knowledge acquisition (Mendenhall, Punnett & Ricks
1995)
▪ Adjustment is a ‘dynamic’ rather than a ‘linear’ process - expats are likely to adjust to some aspects of change
quicker than others (e.g. new job and organisational settings and tasks, new systems of public order, new social
relationships, etc)
▪ Several studies have identified the importance of social networks in both individual and family adjustment
“All expatriates agreed that the value of membership to these [social] networks was vital to for their ‘survival’ in
Singapore. This was particularly important in the early months of their assignment, where more ‘seasoned’ expatriates,
and their families could assist in the adjustment process. Within social network formation, spouses and children also
played an important role, as male partners become involved in the wives’ social networks, through expatriate schooling
activities, mother and baby groups and/or neighbour/apartment womens’ groups” (Beaverstock 2002, p. 535)
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Suutari and Burch (2001) ‘The role of on-site training and support
in expatriation: existing and necessary host-company practices ‘
▪ The support needs of international assignees were more common than the
support provided
▪ Expatriates perceived the host-company support practices as necessary
regarding issues both outside & outside the workplace
▪ Language training, cross-cultural training, family training and support with
spouse job arrangements were not offered to any of the respondents
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Settling-in support practices and their necessity
Support Practices Received (per
cent)
Necessary (per
cent)
Arrival and Reception 55 59
Accommodation 79 72
Shopping, banks 65 63
Transportation 53 50
Public Authorities 65 87
Local law / rules 32 77
Health Care system 58 81
Schools, day care 16 48
Free time possibilities 49 61
Spousal work arrangement 0 46
Family social activities 10 45
Source: Suutari & Burch (2001, p. 305)
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Conclusion
▪ Issues relating to training and developing of expatriates for international assignments include:
▪ timeframe
▪ content
▪ who to train,
▪ where to train
▪ components/methods of training
▪ Important to consider context and of individual characteristics
▪ Strategic importance of T&D (& selection & recruitment)
▪ The role of the international assignments in developing international leaders and the organisation.
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Pre-departure Training
▪ Cross-cultural Training for Expatriates in France
▪ https://www.youtube.com/watch?v=Uj341W4weBk
▪ Expats in China: Cultural Difference
▪ https://www.youtube.com/watch?v=M-44JKRqapY
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Interesting TEDx Talks
Cross-Cultural Communications
▪ https://www.youtube.com/watch?v=YMyofREc5Jk
Third Culture Kids
▪ https://www.youtube.com/watch?v=9Vc6nEgZOs8
▪ https://www.youtube.com/watch?v=vrVWHfEQz6A
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Reflective Journal Question of the week:
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Thank You!
Dr Nate Zettna
Discipline Work and Organisational Studies
Postdoctoral Research Fellow
Email: nate.zettna@sydney.edu.au